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DEVELOPMENT OF PH-RESPONSIVE POLYMERIC MICELLES FOR TARGETED DOXORUBICIN DELIVERY TO HYPOXIC TUMOR MICRO-ENVIRONMENTS Fathimath Saida; Jigme Dorji; David Ríos
Journal of Biomedical and Techno Nanomaterials Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jbtn.v2i3.2973

Abstract

Hypoxic tumor micro-environments are characterized by abnormal vascularization and acidic extracellular pH, which significantly reduce the effectiveness of conventional chemotherapy and contribute to therapeutic resistance. Doxorubicin, although widely used, suffers from severe systemic toxicity and limited selectivity toward hypoxic tumor regions. This study aims to develop pH-responsive polymeric micelles capable of selectively delivering doxorubicin to hypoxic tumor micro-environments by exploiting endogenous acidity as a biological trigger. An experimental laboratory-based design was employed involving the synthesis of amphiphilic block copolymers, micelle self-assembly, physicochemical characterization, and in vitro biological evaluation under normoxic and hypoxic conditions. Particle size, stability, drug loading, and pH-dependent release behavior were systematically assessed, followed by cytotoxicity, cellular uptake, and three-dimensional tumor spheroid studies. The developed micelles exhibited uniform nanoscale size, high encapsulation efficiency, minimal drug leakage at physiological pH, and accelerated drug release under mildly acidic conditions representative of hypoxic tumors. Enhanced intracellular doxorubicin accumulation, deeper tumor penetration, and significantly increased cytotoxicity under hypoxia were observed compared to non-responsive micelles and free drug. These findings demonstrate that pH-responsive polymeric micelles provide an effective and biologically informed platform for targeted chemotherapy in hypoxic tumor micro-environments, offering promising potential for improving therapeutic efficacy while reducing systemic toxicity.  
CULTURALLY-RESPONSIVE LEARNING TECHNOLOGY: INTEGRATING LOCAL WISDOM AND MOTHER TONGUES INTO DIGITAL LEARNING PLATFORMS FOR INDIGENOUS STUDENTS Andi Asrijal; Raden Ajeng Indrawati; Syarifatul Hayati Zarfi; Fathimath Saida
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1151

Abstract

Indigenous students across diverse regions continue to experience inequitable learning outcomes due to digital learning platforms that insufficiently reflect their cultural identities, local wisdom, and mother tongues. Conventional EdTech systems often adopt universalized content structures that overlook indigenous epistemologies, resulting in decreased motivation, limited comprehension, and reduced learning engagement. These challenges highlight the need for culturally-responsive digital learning models capable of integrating local narratives, linguistic heritage, and community-based knowledge systems into technology-supported education. This study aims to develop and analyze a culturally-responsive learning technology framework that embeds local wisdom and mother tongues within digital learning platforms to enhance accessibility, inclusivity, and meaningful learning for indigenous students. The research employs a mixed-methods design involving qualitative ethnographic documentation of indigenous cultural practices and quantitative usability testing of a prototype platform. Data are collected from indigenous teachers, students, and community leaders through interviews, observations, and structured questionnaires. Findings indicate that integrating culturally grounded content—such as traditional stories, regional ecological knowledge, and local vocabulary—significantly improves learning relevance, cognitive connection, and emotional engagement. Quantitative analysis shows measurable gains in comprehension and task completion accuracy when learning materials incorporate mother-tongue scaffolding and culturally familiar representations. The study concludes that culturally-responsive learning technology fosters deeper identity affirmation, strengthens intergenerational knowledge transmission, and reduces digital learning barriers among indigenous students. The incorporation of local wisdom and mother tongues not only enhances academic outcomes but also promotes cultural sustainability within digital ecosystems. Future implementations should prioritize community co-design, adaptive language features, and scalable platform architectures to ensure long-term impact and cross-regional applicability.